Group items tagged

Student growth is a result of the practice, not the product.

We’re going from districts fearing it and blocking it off to welcoming it and making it a major part of their technology plan. We’ll be surprised if a significant portion of districts aren’t using mobile learning inside and outside of schools soon.”

Each educator, each class, each school will have to find the best way to integrate mobile devices based on its student population. The opportunity of using mobile devices and all of its utilities allows educators to reconsider: What do we want students to know, and how do we help them? And what additional benefit does using a mobile device bring to the equation? This gets to the heart of the mobile learning issue: beyond fact-finding and game-playing – even if it’s educational — how can mobile devices add relevance and value to how kids learn?

personalized learning – students owning what they learn.

It's a healthy reminder that struggling through a difficult problem—whether it's learning Photoshop, getting used to a new webapp, or picking up a new skill—is a necessary part of the learning process.

Call it the “learning paradox”: the more you struggle and even fail while you’re trying to master new information, the better you’re likely to recall and apply that information later.

second group was directed to solve the same problems by collaborating with one another, absent any prompts from their instructor.

the second group “significantly outperformed” the first.

Teaching students good learning strategies would ensure that they know how to acquire new knowledge

Students who use appropriate strategies to understand and remember what they read, such as underlining important parts of the texts or discussing what they read with other people, perform at least 73 points higher in the PISA assessment—that is, one full proficiency level or nearly two full school years

Students can assess their own awareness by asking themselves which of the following learning strategies they regularly use (the response to each item is ideally “yes”):

I see the “addiction” students have to their cell phones as an opportunity to engage in learning since I view cell phones as another teaching tool, not a distraction.

our classroom, we use our cell phones and other devices primarily in a literacy development fashion.

allowing cell phones in classrooms provides the opportunity to discuss proper cell phone etiquette as well as “netiquette.”

We recommend connecting and growing your professional learning community. Twitter or Facebook is a great way to keep up to date with recommended resources, examples of effective use and trouble shooting” (Cameron Lockie)

21st Century Learning? Ya, I don’t really know what it means anymore either. But we forget that some people really don’t know what it means.

for the most part, schools have incorporated these 21st century instructional techniques and tools as add-ons to the teacher-centric 19th century classroom structure, in which the majority of the curriculum is pulled from a textbook, and, despite best intentions, most students learn the same thing in the same way at the same time.

what exactly is personalized learning? And why is technology so central to its outcomes?

personalized learning as an instructional approach that encompasses both differentiation and individualization, but is also flexible in content or theme to match the specific interests and prior experiences of learners

10 BYOD Classroom Experiments (and What We’ve Learned From Them So Far)

What can Holy Trinity teach us? That when it comes to BYOD, it pays not to be overly strict with how the devices can be used in the class, as greater freedom allows teachers to work with students to develop the best uses for technology for their subject matter and teaching style.

BYOD requires much more than just changing tech policies and can sometimes mean overhauling the curriculum and spending money training teachers, though it does help students create a more personal and memorable learning experience.

Its about Teaching and Learning, not iPads

there is no real shift in the learning and teaching model here from the pre-iPad model. Same work, different set of tools.

no thoughtful plan

Technology is the driving force behind most of the education innovation. It is impacting not only what we can do as educators, but it is also changing how we approach learning. These innovations may have not all reached the education journals yet, but they have been presented and are being discussed digitally and at great length in social media.

Information from technology may be easily accessed, but it is not yet a passive exercise. It requires effort and an ability to learn and adapt. These are skills that all educators have, but many may not always be willing to use. The status quo has not required educators to use these skills in a long time. Using these skills requires effort and leaving a long-standing zone of comfort in order to learn and use new methods of information retrieval.

They need to be the life-long learners that they want their students to be.

the amazing thing about flipping is that it enabled us to move from a lecture based classroom to a learner-centered, problem-based, inquiry-driven hub of learning.   In fact today, our videos are optional.

students will take more responsibility for their own learning

While there is much to be learnt from taking a course or learning from a professional instructor, there are many online tools that can help you learn just about anything you’d like and for free.